青少年学生自杀差异研究——基于湖南省青少年学生的实证调查

通过对湖南省6个城市9所大、中、小学的1775名青少年学生实证调查发现,青少年学生自杀意愿和非致命性自杀行为的发生率较高,分别达到了16．6％和2％,且因青少年学生自身因素的不同而呈现出明显的差异性。在青少年自身因素中,对自杀意愿和非致命性自杀行为都有着显著影响的是教育层次、心理健康状况和行为自主性。     

国外高师教师实习改革的特点与趋势

教育实习的改革已成为当今许多发达国家高等师范教育发展的一项重要内容。从未来教师的素质培养出发，国外高师教育实习呈现出以下特点与趋势：合理安排课程，加强教育实习前的教育理论准备：改进教学方法，注意理论联系实际，培养教育教学能力；扩展教育实践的形式，为教育实习做好方法、技术、心理准备；延长与分散教育实习时间，实习模式多样化；加强与实习基地的联系，对教育实习合作管理。     

The effect of left-behind phenomenon and physical neglect on behavioral problems of children

Objective: Left-behind children have a high incidence of behavioral problems in some Eastern countries, especially China. We sought to assess the combined effects of physical neglect, a major embodiment of the left-behind phenomenon, and the trauma of being left behind on subsequent behavioral problems.Method: 776 children (including 600 left-behind children) aged 12–16 years were chosen by cluster sampling in rural China. The Childhood Trauma Questionnaire-Short Form and the Conners Teacher Rating Scale were used to evaluate physical neglect and behavioral problems.Results: Left-behind children experienced more physical neglect (mean difference = 0.63; 95%CI 0.15–1.10; P = 0.01) and were more inattentive (mean difference=0.11; 95%CI 0.03–0.19; P = 0.009) than non-left-behind children. Physically neglected left-behind children had higher scores for conduct problems, inattention, and hyperactivity index than non-left-behind without physical neglect group (P < 0.05 for each). Among left-behind children, physical neglect group had significantly more conduct problems than those of controls (mean difference=0.14; 95%CI 0.05–0.23; P = 0.008). Physically neglected non-left-behind children had higher scores for conduct problems than those of left-behind children without physical neglect (mean difference=0.31; 95%CI 0.13–0.47; P = 0.003). Among physically neglected children, left-behind children had significantly higher scores for inattention than those of non-left-behind children (mean difference=0.13; 95%CI 0.04–0.22; P = 0.037).Conclusion: Left-behind children have more behavioral problems than non-left-behind children. Physical neglect may result in more severe conduct problems than those associated with staying behind, and staying behind may lead to inattention. Exposure to both may lead to more obvious behavioral problems. Therefore, we should accord more attention to physically neglected and left-behind children.     

Trauma-Focused Cognitive Behavioral Therapy for Childhood Traumatic Separation

ObjectivesIn light of the current U.S. family separation crisis, there is growing attention to Childhood Traumatic Separation, defined here as a significant traumatic stress reaction to a familial separation that the child experiences as traumatic. When living in a family setting, Childhood Traumatic Separation may interfere with the child's relationships with the current caregiver(s). Effective treatments for Childhood Traumatic Grief can be modified to address Childhood Traumatic Separation. This article describes current applications of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for Childhood Traumatic Separation.MethodsUsing two composite clinical cases, TF-CBT applications for Childhood Traumatic Separation are described. These include: (1) implementing the safety component first; (2) tailoring coping skills to address the uncertainty of Childhood Traumatic Separation; (3) integrating past traumas into trauma narration and processing of the traumatic familial separation; (4) providing Childhood Traumatic Separation-focused components to address challenges of committing to new relationships while retaining connections to the separated parent; and (5) addressing role changes.ResultsThese modifications have been implemented for many youth with Childhood Traumatic Separation and have anecdotally resulted in positive outcomes. Research is needed to document their effectiveness.ConclusionsThe above practical strategies can be incorporated into TF-CBT to effectively treat children with Traumatic Separation.Practical implicationsPractical strategies include starting with safety strategies; tailoring skills components to address the ongoing uncertainty of traumatic separation; integrating past traumas into trauma narration and processing of traumatic separation; providing traumatic separation-focused components to balance the challenges of committing to new relationships with retaining connections to the separation parent; and addressing role changes. Through these strategies therapists can successfully apply TF-CBT for Childhood Traumatic Separation.     

Examining engagement in context using experience-sampling method with mobile technology

With the affordances of mobile devices and experience-sampling method, this study took a person-in-context research orientation and examined the interactive relationship between self-efficacy, contextual features, and behavioral and cognitive engagement in authentic mobile learning contexts. Participants include 52 college students in teacher education programs. They responded to experience-sampling surveys based on the study events that they planned for the two weeks prior to exams during the semester. Regression analysis revealed that students’ course-specific self-efficacy and characteristics of planned study events were significantly associated with students’ behavioral engagement related to how well students implemented their study plans. Hierarchical regression analysis also showed that contextual features of the study environment, including study location and reasons for studying, moderated the relationship between task-specific self-efficacy and cognitive engagement. The results highlight the critical roles of self-efficacy and contextual features in influencing engagement in authentic anywhere and anytime mobile learning. The affordances and hinderances of experience-sampling method and mobile technologies in supporting engagement research were discussed.     

学习型社会背景下大学生的行为特点及管理引导研究

当代大学生是推动历史发展和社会前进的重要力量,只有了解他们的行为方式、生活需求和心理特征,我们才能开展行之有效的管理工作,从而将大学生培养成中国特色社会主义事业的合格建设者和可靠接班人。文中从主体性、目的性、时代性、依赖性、复合性对大学生的特点进行了分析。学习型社会背景下大学生的管理引导是:坚定信仰,实施学习型的适应管理,明确大学生的生涯规划,重视大学生的精细化管理过程,推进大学生开展民主性的自我管理,制定、落实针对性的应急预案,从而切实有效的加强和改进大学生的教育管理工作。     

Behavioral and musical characteristics of the children who are exposed to child maltreatment and poverty in South Korea: A survey

A preliminary survey was conducted on primary school aged children (N = 302) between seven to twelve years of age, who attend the local Community Child Centers (CCC) in the economically deprived areas of Jeollabukdo in South Korea for the purpose of identifying the children who have been exposed to on-going child maltreatment and poverty, and their needs. Both standardized and non-standardized self-report types of surveys were carried out and completed by both the children and the teachers of the CCC. As would be expected, emotional and behavioral problems are more pronounced by the children who are exposed to child maltreatment and poverty compared to the children who were not exposed to these adversities, or who were not poor. The more severely abused children in terms of frequency and co-occurrence of different abuses appear to display more behavioral problems than less severely abused children. Teachers reported that the children who were able to play a musical instrument and had arts therapy experiences appear to have less behavioral problems, particularly delinquent and aggressive behavior in comparison to the children who did not have such ability and experiences. Through the survey, it was possible to identify the children in need of therapeutic intervention and discover clinically relevant information. Clinical implications will be discussed further.     

整合文人理想、世俗倾向与社会规范--李渔喜剧的创作定位

整合文人理想、世俗倾向与社会规范，融文人才情、世俗风流、社会道德意识于一体，形成了李渔喜剧在封建道德体系内对人、情、欲作出肯定，“将就”社会主流意识形态的创作策略的文本品格。     

宋代太湖地区的人文风气与教育事业

两宋时期,随着太湖地区社会经济总体水平的提升,文化事业也获得了长足的发展。民间藏书与书院建设蔚然成风,地区教育的整体水平不断提高,刺激了科举录取率的增长,所有这些反过来促使这一地区的人文素质上升到一个新高度。     

国家课程标准中的学习水平与行为动词问题探讨

课程目标的易理解、好操作、能测评主要通过学习水平和行为动词技术来体现。本围绕国家课程标准中学习水平的基本层次划分与行为动词使用的基本思路和技术细节进行了讨论，目的是为更好地编制和解读国家课程标准提供参考。